A PARENT HANDBOOK

TO MATHEMATICS

GRADES K-6

ICTM

ILLINOIS COUNCIL OF TEACHERS OFMATHEMATICS

Illinois Council of Teachers of Mathematics 1998

The Illinois Council of Teachers of Mathematics is a nonprofit organization that promotes, supports, and encouragesmathematics education excellence for all educators and students through the ongoing collaboration of more than 2,300 members.

The Illinois Council of Teachers of Mathematics• promotes mathematics through research, programs, policy development, annual meetings, and publications;• promotes statewide access to high standards of mathematics learning, value, and accountability;• supports equity of opportunity for mathematics learning; and• provides financial support so that Illinois educators and students are continuously prepared for mathematics to provide success throughout their lives.

Permission is hereby granted to any nonprofit Illinois school to reproduce this booklet in whole or in part in limited quantities fordistribution to its parents, but not for sale, provided that the trademark notice appears in all reproduced materials. Copies of thishandbook may be ordered according to the order form directions found on the last page of the handbook.

A PARENT HANDBOOKTO MATHEMATICS

GRADES K-6

ICTM

ILLINOIS COUNCIL OF TEACHERS OF MATHEMATICS

1 9 9 8

By ICTM Early Childhood-Grade 6 Directors:

Jackie L. Cox and Tom Lewis 1996-1999 1997-2000

Clinical Instructor Fifth Grade TeacherSouthern Illinois University Jane Addams Carbondale, IL Moline, IL

Edited By ICTM Members:

Rich Wyllie, Linda North, and Monica Phillippe

A SPECIAL THANK YOU . . .

Funding for the publ icat ion and d i s seminat ion o f th i s handbook was the so leresponsibility of the State Farm Insurance Company in conjunction with ICTM.

We wish to offer a special "thank you" to State Farm Company. The partnership betweenthis bus iness and ICTM ref lects a true responsibi l i ty and commitment to theimprovement of mathematics education in the State of Illinois.

STATE FARM INSURANCE

TABLE OF CONTENTS

Letter to Parents 7

What to Look for in a Math Classroom 8

Parents Are Their Child's Most Important Teacher 10

Welcome Mathematics in Your Home 11

Help Your Child See How Mathematics is a Part of Daily Life 12

Parents' Tips for Helping with Homework 16

What Role Should Technology Play In Mathematics Education? 17

Why Modify the Math Curriculum? 18

NCTM Standards 19

What are the NCTM Curriculum Standards Our Students Will Study? 20

The Illinois Learning Standards for Mathematics 21

What are the Illinois Mathematics State Goals Our Students Will Study? 22

Target Words/Concepts Addressed in the Mathematics Curriculum Standards and State Goals 23

Mathematics Literature for Children 24

Math Resources for Parents 28

Math Web Sites 30

Parent Handbook Order Form 32

The Magic of Math 33

I Hear, I Forget

I See, I Remember

I Do, I Understand

Chinese Proverb

Dear Parents,

Parents are often frustrated by not knowing enough about their children's math programs to help them or by not understanding the mathematics their childrenare studying. One of the major concerns of a parent is how you can help your child improve mathematics learning. The primary purpose of this handbook isto provide parents with some suggestions of things they can do at home to help their child.

Parents should realize that the mathematics instruction their children receive may be very different from the mathematics instruction they received in theirown school experiences. Mathematics in our schools is no longer just arithmetic and basic skills. Today, mathematics instruction is richer in problem-solving, reasoning, communication, and making mathematical connections with the real world.

The education of our children is one of the most important tasks facing our nation. This is a task that requires the efforts of all responsible citizens of theUnited States.

The Illinois Council of Teachers of Mathematics (ICTM) is a professional organization dedicated to the improvement of mathematics teaching and learningat all levels. The dedication is supported by the National Council of Teachers of Mathematics (NCTM) and the Illinois State Board of Education (ISBE). Thiscommitment extends beyond the school and includes the improvement of mathematics in the homes and communities of our children.

As our children progress through mathematics, it is essential that they develop an ability to visualize spatial relationships (geometry, measurement, patterns),to approximate (estimation and number sense), to interpret data (probability and statistics), to reason mathematically (logical thinking and reasoning), and toknow why it is important to study and know mathematics.

Problem-solving skills include the ways in which people learn how to think about a problem using such strategies as looking for patterns, drawing a picture,working backwards, working with a partner, or eliminating possibilities. When your child has a variety of strategies, this allows him/her different ways tostart looking at a problem and relieving the frustration of not knowing how or where to begin. The more strategies your child has, the more confident he/shebecomes, the more willing he/she is to tackle new problems, and the better problem solver he/she will become.

Hands-on materials include using concrete objects (blocks, beans, pennies, etc.) or manipulative materials and models to help your child understand whatnumbers and space means, and to help them solve problems.

To help your child understand the importance of mathematics, it is necessary for parents to talk about mathematics and identify how it relates to all aspects oflife - at home, at work, and at play.

Educators, parents, and our children must understand that learning mathematics, as with all learning, takes hard work, discipline, and a commitment on thepart of everyone to ensure success.

Sincerely,Illinois Council of Teachers of Mathematics

WHAT TO LOOK FOR IN A MATH CLASSROOM

Mathematics is the language of the 21st century. Thinking, reading, writing, picturing, and talking about mathematics are basicskills that help us understand and explain our world.

A math classroom should provide practical experience in mathematical skills that prepare students for the real world.Mathematical skills go beyond memorization and extend into a world of problem solving and reasoning.

Help your schools to provide the best mathematics available. When you look into a classroom, you should observe the followingactions by students and teachers.

Students are . . .

√ using math manipulatives (such as blocks, tangrams, and scales), technology (such as calculators and computers), as well as textbooks.

√ applying math to real-life problems and not just practicing isolated skills.

√ working independently, as well as interacting with other students.

√ working actively together in groups to test solutions to problems.

√ working in teams to challenge and defend possible solutions to enable students to learn from one other.

√ seeking a best solution among several solutions to a problem, explaining to others how the solutions were reached, and defending the choice of one solution over another.

√ communicating mathematical ideas to one another through examples, demonstrations, models , drawings, and logical arguments.

Teachers are . . .

√ developing skills, facilitating student learning, and creating rea-life learning s i t u a t i o n s .

√ moving around the room to keep students engaged in productive work.

√ establishing and maintaining high expectations for the students.

√ encouraging students to gain mathematical competence and confidence by finding their own solutions.

√ guiding students in exploring multiple solutions to any problem and challenging them to think.

√ guiding students in making appropriate use of technology and math m a n i p u l a t i v e s .

√ promoting student use of creativity, inquiry, and higher levels of learning.

√ bringing a variety of learning resources into the classroom to increase learning opportunities for all students.

√ using assessment that focuses on problem solving and understanding rather than on memory and speed.

√ making mathematical connections between disciplines to show how math is a part of other subjects that students are studying.

√ helping all students to explore career opportunities that use the mathematics

they are learning.

PARENTS ARE THEIR CHILD'S MOSTIMPORTANT TEACHER

Parents can help their child(ren) succeed in mathematics by . . .

• Encouraging your child to attend school everyday, to be prepared, to do his/her very best, and to value education and learning.

• Being positive about your own and your child's mathematics ability.

• Showing a real interest in your child's assignments and homework and being available to assist, if necessary.

• Talking with your child about his/her mathematics learning experiences at school.

• Discussing with your child the importance of mathematics in his/her daily life and pointing out examples of how people use mathematics in daily life.

• Providing activities and objects that make mathematics interesting and fun at home.

• Encouraging your child to ask questions, solve problems, and to explain his/her solutions.

• Modeling how to solve math problems.

• Challenging your child in his/her areas of math strengths and providing support in areas of math weaknesses.

• Communicating often with your child and his/her teacher about your child's mathematical progress, and ask how you can help at home.

• Familiarizing yourself with books, games, resources, web sites, and television programs that encourage mathematics learning.

• Becoming actively involved in your child's school experiences through volunteering to help out in the classroom, by preparing necessary materials outside of the classroom, and or by helping to organize Math Fairs and/or Family Math Nights.

• Continuing to learn mathematics with your child!

WELCOME MATHEMATICS IN YOUR HOME

Have these available in your home . . .

GAMESboard games, dice, cards, dominoes, tri-ominos, bingo, checkers, chess, strategy games

CALCULATORS

CALENDARS

CAMERAS

COMPUTER

CONSTRUCTION SETSblocks, tangrams, attribute blocks, Legos, puzzles, model kits, Etch-A-Sketch

KALEIDOSCOPES

MAPS and SCHEDULES

MATH CD ROMS and VIDEOS

MATH ORIENTED BOOKS and MAGAZINES maze books, DynaMath, Highlights

MEASURING OBJECTS measuring cups, rulers, protractor, compass, tape measure, scales, balance, clocks, watches

NEWSPAPERS and CATALOGS

PENCILS and PAPER Origami supplies

SMALL OBJECTS buttons, coins, poker chips, dried beans, toothpicks

HELP YOUR CHILD SEE HOWMATHEMATICS IS A PART OF DAILY LIFE

Parents and other family members can influence their student's math skills. Perhaps you do not realize it, but whenever you sortobjects, read maps or schedules, compare prices, make change, or use a calculator or calendar, you are a model of mathematicalbehavior. When you measure, weigh, work with family finances, or figure out how much wallpaper will cover a wall, you are aliving textbook!

The best help you can give your student in math is simply to make your child aware of when and how to use math. Wheneverpossible, talk through activities with your child and encourage him/her to take part in them. Think out loud, make estimates,check them, correct mistakes, and try more than one way to solve a problem. When you do, you provide your child with importantexperiences in mathematical thinking.

Here are a few math activities that you can do with your child . . .

Est imat ion Act iv i t ies -

1. Young children can estimate by using items like pencils, crayons, or parts of their own bodies. Older children can use regular units of measurement like rulers or measuring cups and spoons.

2. Ask your child to guess the number of items in your home. Make a list. Then count them together. Examples may include pillows, windows, doors, chairs, and shoes. Then compare estimates with an actual count. Make comparisons between items to help young children understand the concepts of "more" or "less" and put them into categories.

3. Ask your child to determine how much time he/she will have to wait until his/her favorite TV program comes on.

4. Have your child estimate how many minutes or hours he/she spends watching TV each evening, weekend, or during an entire week.

5. Have your child complete his/her own height and weight charts. Begin by estimating, actually measure, and then graph the information. Keep a record over a period of time.

Travel ing Act iv i t ies -

1. Discuss directions (north, south, east, and west) to give your child a sense of coordinates. Have child use street maps to find travel routes and addresses and estimate the time of your arrival and compare that to the actual time it took to arrive at a given destination.

2. Have competitions when traveling. Have child count red cars or see who can find the largest number formed by the numerals on a license plate.

3. Have child practice, record, and read the large number on license plates viewed. Find the largest number in a given time period of travel.

4. Have child estimate, then time how long before a street light changes. Estimate, then count how many stores are in a block.

5. Point out speed limits and distances between towns. Talk to child about the time it takes to get from one town to another when you drive at different speeds.

6. Have child practice reading the numbers on the odometer.

7. Have child check odometer in the car to determine distances on a trip - starting point and ending destination. 8. Have child find the differences between certain distances traveled. Find out how much farther you traveled on the first

day than you did on the second day.

Cooking/Shopping Act iv i t ies -

1. Let child help with the cooking by measuring the ingredients and checking cooking times and temperatures. Older children can increase or decrease recipes.

2. Have child figure out how to cut a pizza, cake, pie, or sandwich for different numbers of people.

3. Have child determine how much or how many of a grocery item is needed for the entire family, or how much is needed for a given recipe.

4. Have child check a grocery receipt to find five items that add up to less than $1.00, $5.00, or $10.00.

5. Let child help with the shopping by checking and comparing prices, weights, and quantities. Allow him/her to use a calculator to make these comparisons as he/she also keeps track of the total cost of your purchases. If available, allow your child to use the calculator on the shopping cart to keep track of how much money is being spent on groceries while you shop.

6. Have child determine how much change you will receive once you've paid the clerk. Older children can practice writing a check for the total amount of the grocery bill.

7. Using catalogs or newspapers, have child spend a specified unit of money (figure in tax, shipping, and handling charges) and complete order forms.

8. Have child look at the sales flyer and determine how much money you could save by buying the sale items.

9. Have child determine and select the "best buys" and then prepare the shopping list (i.e., one item costs $7.50 and 2 items cost $14.00).

10. Notice large and small numbers all around in magazines and newspapers and have child practice reading the numbers (i.e., weather, cost of a new car, grocery items, price of toys, etc.).

11. Have child determine how much a single item costs that is sold by the package (i.e., a single roll of toilet tissue purchased in a four-pack, one roll of paper towels purchased in a two-pack, the price of one can of soda packaged in a box of 12 or 24, etc.).

Household Activit ies -

1. Have child see what items in the house come in sets of two (hands, feet, shoes), sets of six (cans of soda), and sets of twelve (eggs in a carton).

2. Have child help with the laundry by matching the socks, sorting the clothing into appropriate colors, discussing clothing size according to each family member.

3. Have your child determine how much laundry soap to use per load size.

4. Have your child graph daily chores, money earned from chores, and/or purchases.

5. Have children find pictures or items that are sold in sets (i.e., 4 batteries to a package) and have them determine how many batteries there would be in three packages.

Playing -

1. Encourage child to play games that involve counting, finding patterns, using strategy, and solving patterns.

2. Allow child to use a calculator and encourage "messing around" with it to explore numbers, look for patterns, and investigate number patterns.

3. Relate sports and the stock market to mathematics. The daily newspaper is full of scores, schedules, statistics, and graphs.

4. Card games provide excellent opportunities for learning math concepts. "Go Fish" and "War" helps younger children to recognize numbers and things that are alike, to group and sort, and to use strategy in discarding to win. Gin Rummy, Casino, Canasta, and Cribbage are more complex card games for older children.

5. Ask child questions that require simple mental math. Use questions such as, "What are two numbers that add up to 7? What number is two less than 17? Eighteen is twice as big as what number? Can you name two numbers that multiply to 12 at the same time they add up to 7?"

6. Play math "Jeopardy" with your child. Give child a number and ask him/her to find a question for which the number is the answer.

7. Plan art activities that use measurement, patterns, and/or geometry.

8. Plan math scavenger hunts and have child look for lists of specific math related items (i.e., geometric shapes, number of items, etc.) in the house, yard, or in the neighborhood.

9. Have child design and make his/her own math practice games.

PARENTS' TIPS FOR HELPING WITH HOMEWORK

Parents can . . .

√ set aside a regularly scheduled time for your child to complete his/her h o m e w o r k

√ provide a quiet environment for your child to work

√ be positive about your child's efforts

√ offer guidance, NOT solutions

√ help your child explain what is being asked

√ have your child "tell a story" that illustrates the problem

√ point out real life applications of the problems

√ keep lines of communication between home and school open so you are aware of mathematical concepts being discussed in class

Note To Parents: If you have a question or concern about your child's mathematics, you should talk to the following people in the order listed below.

1 . Your child2 . Your child's teacher3 . P r i n c i p a l4 . Director of Curriculum and Instruction5 . S u p e r i n t e n d e n t

WHAT ROLE SHOULD TECHNOLOGY PLAY INMATHEMATICS' EDUCATION?

Calculators, computers, and other technology are driving what our students need to know. Today, students must learn when it isappropriate to use technological tools in mathematics as well as how to use them. Our students must learn to think of technologyas a tool they can readily and easily access and use to supplement, reinforce, and expand their problem solving skills.

Our students will be using all types of technology as they study mathematics, and calculators often receive a good deal ofemphasis in the math curriculum. Although calculators should never replace learning basic operations, they certainly make asignificant contribution to student learning. The National Council of Teachers of Mathematics has identified the following waysin which calculators may assist student learning:

◊ To teach students to experiment with technology in order to instill creativity.

◊ To show students how to use calculators in everyday life.

◊ To reinforce addition, subtraction, multiplication, and division facts.

◊ To teach students how a step-by-step process works and what the process is all about.

◊ To serve as a flexible, instant "answer key."

◊ To solve problems that previously have been too time- consuming or impractical to be done with paper and pencil.

◊ To formulate generalizations from patterns of numbers that are displayed. ◊ To increase student confidence in problem solving.

WHY MODIFY THE MATH CURRICULUM?

In 1989, the National Council of Teachers of Mathematics (NCTM) published a document designed to establish the C u r r i c u l u mand Evaluation Standards for School Mathematics. This document provides a broad framework to guide reform inschool mathematics and a national vision for effective mathematics curricula.

The Illinois Council of Teachers of Mathematics supports the NCTM Standards as the foundation for improving mathematics forthe State of Illinois. The state's goal is to integrate the philosophies, beliefs, and content of the national document as a basis forchange so that the teaching and learning of mathematics in Illinois schools is continuously improving and changing to meet theneeds of and to better prepare our students for the 21st century. The NCTM Standards suggest that All students . . .

◊ learn to value mathematics

◊ become confident in their abilities to do mathematics

◊ become mathematical problem solvers

◊ learn to communicate mathematical ly

◊ learn to reason mathematically

NCTM STANDARDS

The Standards suggest FIVE major shifts in mathematics education . . .

AWAY FROM: TOWARD:

Classrooms as simply a Classrooms as co l lect ion of individuals mathemat ica l

c o m m u n i t i e s

The teacher as the sole Mathematical evidence asauthority for right answers v e r i f i c a t i o n

Merely memoriz ing Logical and mathematicalp r o c e d u r e s r e a s o n i n g

An emphasis on mechanistic Conjecturing, inventing, a n s w e r - f i n d i n g and prob lem-so lv ing

Treating mathematics as a Connecting mathematics , body of isolated concepts its ideas, and its and procedures a p p l i c a t i o n s

WHAT ARE THE NCTM MATHEMATICS CURRICULUMSTANDARDS OUR STUDENTS WILL STUDY?

CORE CURRICULUM K-4 5 - 8

Standards 1 & 3 Problem Solving Problem Solvingand Reasoning and Reasoning

Standard 2 Mathematics as Mathematics asCommunicat ion Communicat ion

Standard 4 Mathemat ica l Mathemat ica lConnections Connections

Standard 5 Es t imat ion Number andN u m b e r R e l a t i o n s h i p

Standard 6 Number Sense Number Systemsand Numeration and Number Theory

Standard 7 Concepts Whole Computation and Number Es t imat ionOperat ions

Standard 8 Whole Number Patterns and Computation Funct ions

Standard 9 Geometry and AlgebraSpatial Sense

Standard 10 Measurement Sta t i s t i c s

Standard 11 Statistics and P r o b a b i l i t yP r o b a b i l i t y

Standard 12 Fractions and Geometry D e c i m a l s

Standard 13 Patterns and Measurement

R e l a t i o n s h i p s

THE ILLINOIS LEARNING STANDARDSFOR MATHEMATICS

The Illinois Learning Standards for Mathematics were developed by Illinois teachers for Illinois schools. They are the outgrowthof the 1985 Illinois State Goals for Learning and the 1989 NCTM Standards. The Illinois Learning Standards for Mathematicssuggest that all students in Illinois schools need to have the opportunity to engage in learning experiences that foster mastery ofthese goals and standards. It is believed that those students reaching these goals and standards will have an understanding ofhow numbers are used and represented; use basic operations to both solve everyday problems and confront more involvedcalculations in algebraic and statistical settings; be able to read, write, visualize and talk about ways in which mathematicalproblems can be solved in both theoretical and practical situations; and be able to communicate relationships in geometric andstatistical settings through drawings and graphs.

According to the Illinois Learning Standards for Mathematics, these skills will provide Illinois students a solid foundation forsuccess in the workplace, a basis for continued learning about mathematics, and a foundation for confronting problem situationsarising throughout their lives.

The Illinois Learning Standards for Mathematics emphasize the following applications of learning:

◊ Solving Problems - recognize and investigate problems;formulate and propose solutions supported by reason and e v i d e n c e .

◊ Communicating - express and interpret information and ideas.

◊ Using Technology - use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

◊ Working on Teams - learn and contribute productively as individuals and as members of groups.

◊ Making Connections - recognize and apply connections of important information and ideas within and among learning a r e a s .

WHAT ARE THE ILLINOIS MATHEMATICSSTATE GOALS OUR STUDENTS WILL STUDY?

STATE GOAL: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios, and proportions.Learning StandardsA. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties,

algorithms and relationships.C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.D. Solve problems using comparison of quantities, ratios, proportions and percents.

STATE GOAL: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

Learning StandardsA. Measure and compare quantities using appropriate units, instruments and methods.B. Estimate measurements and determine acceptable levels of accuracy.C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate.

STATE GOAL: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.

Learning StandardsA. Describe numerical relationships using variables and patterns.B. Interpret and describe numerical relationships using tables, graphs and symbols.C. Solve problems using systems of numbers and their properties.D. Use algebraic concepts and procedures to represent and solve problems.

STATE GOAL: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes, and space.

Learning StandardsA. Demonstrate and apply geometric concepts involving points, lines, planes and space.B. Identify, describe, classify and compare relationships using points, lines, planes and solids.C. Construct convincing arguments and proofs to solve problems.

STATE GOAL: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

Learning StandardsA. Organize, describe and make predictions from existing data.B. Formulate questions, design data collection methods, gather and analyze data and communicate findings.C. Determine, describe and apply the probabilities of events.

TARGET WORDS/CONCEPTS ADDRESSED IN THE MATHEMATICS CURRICULUMSTANDARDS AND STATE GOALS

Primary Level - Grades K-3 add greater than remainder area length rotation average less than scales bar graph line graph slide Celsius mean sphere certainty multiply spin circle graph odd square combinations pattern straight line coordinates perimeter subtract decimal probability sum diameter product symmetry difference quotient triangle divide radius turn double range Venn Diagram estimate reciprocal whole number even rectangle width flip

Elementary Level - Grades 4-6 absolute value graph proportion acute angle histograph Pythagorean Theorem adjacent hypotenuse quadrilaterals angle integer random base intersection ratio box plot isosceles rational number centigrade mark down revolution centimeter median right angle circle midpoint right triangle circumference mode sale price consecutive multiple speed

cube negative number square number denominator numerator square root

diagonal opposite surface area digit original price symmetrical dimensions ounces tessellation discount parallel triangular number equation percent triple exponent perpendicular twice factor pint unit of measure

flow chart place value variable fraction positive number volume array frequency pound x-axis gallon prediction y-axis geometry prime number

MATHEMATICS LITERATURE FOR CHILDREN

Primary - Grades K-3

Aker, Suzanne. What Come in 2's, 3's, & 4's? Simon & Schuster Books for Young Readers, 1990.

Allen, Pamela. Who Sank the Boat? Sandcastle Books, Putnam Publishing Group, 1989.

Anno, Mitsumasa. Anno's Math Games. Philomel Books, 1987.

Anno, Mitsumasa. Anno's Mysterious Multiplying Jar. Philomel Books, 1983.

Axelroad, Amy. Pigs Will Be Pigs. Simon & Schustet, 1994.

Becker, John. Seven Little Rabbits. Scholastic, Inc., 1973.

Bogart, Jo Ellen. 10 for Dinner. Scholastic-TAB Publications Ltd., 1989.

Brisson, Pat. Benny's Pennies. Bantam Doubleday Dell Publishing Group, Inc., 1993.

Burns, Marilyn. The Greedy Triangle. Scholastic, Inc., 1994.

Burns, Marilyn. Math By All Means: Place Value, Grades 1-2. Math Solutions Publications, 1994.

Carle, Eric. Rooster's Off to See the World. Scholastic, Inc., 1972.

Carle, Eric. The Grouchy Ladybug. Scholastic, Inc., 1977.

Carle, Eric. The Very Hungry Caterpillar. Scholastic, Inc., 1969.

Chwast, Seymour. The 12 Circus Rings. Harcourt Brace Jovanovich, 1993.

Clement, Rod. Counting on Frank. Gareth Stevens Children's Books, 1991.

Confer, Chris. Math By All Means: Geometry, Grades 1-2. Math Solutions Publications, 1994.

Fair, Sylvia. The Bedspread. Morrow Junior Books, 1982.

Felix, Monique. The House. American Education Publishing, 1993.

Greeson, Janet. The Stingy Baker. Carolrhoda Books, 1990.

Giganti, Paul, Jr. Each Orange Had 8 Slices: A Counting Book. The Trumpet Club, 1992.

Giganti, Paul, Jr. How Many Snails: A Counting Book. The Trumpet Club, 1988.

Harshman, Marc. Only One. Cobblehill Books, Inc., 1993.

Hong, Lily Toy. Two of Everything. Albert Whitman & Company, 1993.

Hutchins, Pat. The Doorbell Rang. Scholastic, Inc., 1986.

Kasza, Keiko. The Wolf's Chicken Stew. The Trumpet Club, 1987.

Lewis, Paul Owen. P. Bear's New Year's Party. Beyond Words Publishing, Inc., 1989.

Lobel, Arnold. Frog and Toad Are Friends. Scholastic, Inc., 1970.

McCloskey, Kevin. Mrs. Fitz's Flamingos. Lothrop, Lee & Shepard Books, 1992.

Merrimian, Eve. 12 Ways to Get 11. Simon & Schuster Books for Young Readers, 1993.

Moore, Inga. Six Dinner Sid. Simon & Schuster Books for Young Readers, 1991.

Morozumi, Atsuko. One Gorilla: A Counting Book. The Trumpet Club, 1990.

Munsch, Robert. Moira's Birthday. Firefly Books, Annick Press, 1991.

O'Keefe, Susan Heyboer. One Hungry Monster: A Counting Book in Rhyme. Scholastic, Inc., 1989.

Pinczes, Elinor J. One Hundred Hungry Ants. Houghton Mifflin Company, 1993.

Rice, Eve. Peter's Pockets. Greenwillow Books, 1989.

Rocklin, Joanne. Musical Chairs and Dancing Bears. Henry Holt and Company, 1993.

Schwartz, David. How Much is a Million? Scholastic, Inc., 1985.

Schwartz, David. If You Made a Million. Scholastic, Inc., 1989.

Sheppard, Jeff. The Right Number of Elephants. Scholastic, Inc., 1990.

Shulevitz, Uri. One Monday Morning. Aladdin Books, Macmillan Publishing Company, 1967.

Silverstein, Shel. Where the Sidewalk Ends. Harper Collins, 1974.

Thaler, Mike. The Teacher from the Black Lagoon. Scholastic, Inc., 1989.

Viorst, Judith. Sunday Morning. Aladdin, 1968.

Wise, William. Ten Sly Piranhas. Dial Books for Young Readers, 1993.

Wood, Audrey. The Napping House. Harcourt Brace & Company, 1984.

Elementary - Grades 4-6

Bang, Molly. The Paper Crane. Mulberry Books, 1985.

Birch, David. The King's Chessboard. Dial, 1988.

Coerr, Eleanor. Sadako and the Thousand Paper Cranes. Dell, 1977.

Ernst, Lisa Campbell. Sam Johnson and the Blue Ribbon Quilt. Lothrop, Lee & Shepard, 1983.

Flournoy, Valerie. The Patchwork Quilt. Dial Books for Young Readers, 1985.

Friedman, Aileen. A Cloak for the Dreamer. Scholastic, Inc., 1994.

Friedman, Aileen. The King's Commissioners. Scholastic, Inc., 1994.

Heine, Helme. The Most Wonderful Egg in the World. Aladdin Books, 1983.

Hogrogian, Nonny. One Fine Day. Macmillan, 1971.

Khalsa, Dayal Kaur. How Pizza Came to Queens. Clarkson N. Potter, 1989.

Konigsburg, E.L. From the Mixed-up Files of Mrs. Basil E. Frankweiler. Dell Publishing, 1987.

Mahy, Margaret. The Seven Chinese Brothers. Scholastic, Inc., 1990.

McKissack, Patricia. A Million Fish . . . More or Less. Alfred A. Knopf, Inc., 1992.

Rectanus, Cheryl. Math By All Means: Geometry, Grades 3-4. Math Solutions Publications, 1994.

Robertson, Joanne and Gal, Laszlo. Sea Witches. Dial Books for Young Readers, 1991.

Rockwell, Thomas. How to Get Fabulously Rich. Dell Publishing, 1990.

Scieszka, Jon. The True Story of the Three Little Pigs. Viking Penguin, 1989.

Scieszka, Jon and Smith, Lane. Math Curse. Viking Penguin, 1989.

Tompert, Ann. Grandfather Tang's Story. Crown Publishers, 1990.

Viorst, Judith. Alexander, Who Used to be Rich Last Sunday. Aladdin, 1978.

Weiss, Malcom E. Soloman Grundy, Born on Oneday. Thomas Y. Crowell, 1977.

Wilson, Sarah. The Day that Henry Cleaned His Room. Simon & Schuster, 1990.

MATH RESOURCES FOR PARENTS

Organizations and Associations Illinois Council of Teachers of Mathematics (ICTM) Illinois State Board of Education (ISBE)PCC 100 North First StreetP.O. Box 340 Springfield, IL 62777-0001 Park Forest, IL 60466-0340

National Council of Teachers of Mathematics (NCTM) National Congress of Parents and Teachers1906 Association Drive The National PTAReston, VA 22091-1593 700 North Rush Street

Chicago, IL 60611 Office of Educational Research and Improvement (OERI)U.S. Department of EducationWashington, D.C. 20208-5648

B o o k s

Afflack, Ruth. Beyond Equals. The Math/Science Resource Center, 1982.

Alper, Lynne, and Holmberg, Meg. Parents, Kids, and Computers. Sybex, Inc., 1984.

Brunetto, Carolyn Ford. Math Art Projects and Activities. Scholastic Professional Books, 1997.

Burns, Marilyn. Math for Smarty Pants. Little, Brown, and Company, 1982.

Burns, Marilyn. The Good Time Math Event Book. Creative Publications, Inc., 1982.

Burns, Marilyn. The I Hate Mathematics! Book. Little, Brown, and Company, 1975.

Coburn, Terrence. How to Teach Mathematics Using a Calculator. National Council of Teachers of Mathematics,1987.

Cox, Jackie L. Math Discoveries with Calculators and Manipulatives for Grades 5-6. Ideal School Supply Company, 1996.

Dolan, Daniel T. and Williamson, James. Teaching Problem-Solving Strategies. Addison-Wesley Publishing Company, Inc., 1983.

Downie, Diane, Slesnick, Twila, and Stenmark, Jean Kerr. Math for Girls and Other Problem Solvers. Math/Science Network, Lawrence Hall of Science, University of California, 1981.

Illinois State Board of Education. Illinois Learning Standards. 1997.

Kenda, Margaret and Williams, Phyllis S. Math Wizardry for Kids. Barron's Educational Series, Inc., 1995.

National Council of Teachers of Mathematics. Addenda Series (a set of 22 books which provide activities, by grade level, to move the Standards from theory to practice in the classroom). NCTM, 1991.

National Council of Teachers of Mathematics. Assessment Standards for School Mathematics. NCTM, 1995.

National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. NCTM, 1989.

National Council of Teachers of Mathematics. Professional Standards for Teaching Mathematics. NCTM, 1991.

Office of Educational Research and Improvement. Helping Your Child Learn Math For Ages 5-13. Department of Education, 1997.

Schiro, Michael. Mega-Fun Math Games. Scholastic Professional Books, 1995.

Steen, Lynn Arthur. Everybody Counts - A Report to the Nation on the Future of Mathematics Education. National Academy Press, 1989.

Stenmark, Jean Kerr, Thompson, Virginia, and Cossey, Ruth. Family Math. Regents, University of California, 1986.

Texas Instruments. Uncovering Math With Your Family - Fun Activities in the World Around You. Dallas, TX, 1997.

Welchman-Tischler, Rosamond. The Mathematical Toolbox Grades 1-8. Cuisenaire Company of America, Inc., 1992.

MATH WEB SITES

AIMS Educational Foundation American Mathematical Societywww.aimsedu.org/AIMSalt.html www.ams.org/new-in-math/home.html

Bob's Internet Source Community Update - US Department of Educationhttp://u-r.inept.org/bob/webhelp.htm www.ed.gov/G2K/community

Cut The Knot - Games, Quotes, and Mathematical Topics Eastern Illinois Uni. Mathematics Educationwww.cut-the-knot.com www.ux1.eiu.edu/~cfmog/

Eisenhower National Clearinghouse (ENC) Houghton Mifflin Mathematics Centerhttp://enc.org/ www.eduplace.com/math/index.html

Illinois Council of Teachers of Mathematics Illinois Mathematics and Science Academywww.ictm.org www.imsa.edu

Illinois Mathematics and Science Transformation Math Forumwww.isbe.state.il.us http://forum.swarthmore.edu

Mathematics Problem Solving Task Centers MathsNetwww.srl.rmit.edu.au/mav/PSTC/index.html www.anglia.co.uk/education/mathsnet/index.html

Math Teacher Link Mathematics Hot Listswww-cm.math.uiuc.edu/mtl/ http://sln.fi.edu/tfi/hotlists/math.html

MacTutor History of Mathematics Metropolitan Mathematics Club of Chicago (IL)www-groups.dcs.st-and.ac.uk:80/~history/ www.glenbrook.k12.il.us/gbsmat/MMC/MMC.html

National Council of Supervisors of Mathematics National Council of Teachers of Mathematicshttp://forum.swarthmore.edu/~ncsm/ www.nctm.org

Public Broadcasting Service (Mathline; Ready to Learn) Public Understanding & Engagement in Math Init.www.pbs.org www.ed.gov/inits.html#2>

TeachNet The Geometry Junkyardwww.teachnet.org www.ics.uci.edu/~eppstein/junkyard

The Largest Known Primes The School Pagewww.utm.edu/research/primes/largest.html www.eyesoftime.com/teacher/

The Teacher Web Pagewww.geocities.com/SunsetStrip/Palms/2605/teacherpage.html

Third International Mathematics and Science Study (TIMSS)www.ed.gov/NCES/timss>

Voluntary National Tests in Reading and Mathwww.ed.gov/nationaltests>

A Parent Handbook to Mathematics Grades K-6Illinois Council of Teachers of Mathematics

ORDER FORM

Handbooks may only be ordered in increments of 100. All prices include shipping and handling charges.

100 (minimum) = $230.00 200 = $420.00 300 = $600.00 400 = $770.00500 = $930.00 Additional 100's = $150.00

Quanity of Handbooks (up to 500): __________ = $_______________

Additional 100's: __________ x $150.00 = $_______________

Total Number of Books Ordered: __________

Total Amount of Order & Check: = $_______________

Make checks payable to: Henry Printing, Inc.

Mail order form and check to: Henry Printing, Inc.975 Charles RoadP.O. Box 2706Carbondale, IL 62902-2706

Ship To: (Please Print Clearly or Type) Contact Person ______________________________________________

School ____________________________________________________

Address ___________________________________________________

City/State __________________________________________________

Zip Code __________________________________________________

Phone Number ( ) ____________________________________

Fax ______________________________________________________

PLEASE ALLOW TWO (2) WEEKS FOR DELIVERY.

HELP YOUR CHILD EXPLORETHE MAGIC OF MATH!

+ SHOW THAT MATH IS IMPORTANT at home, in school, and in life.

+ TALK ABOUT MATHusing terms and ideas.

+ ENJOY GAMES and activities that involve math.

+ HAVE A POSITIVE ATTITUDE about math and encourage your child.

________________________________

IT ALL ADDS UP!